Traditionally, an Algebra 1 course focuses on

Traditionally, an Algebra 1 course focuses on rules or specific strategies for solving standard types of symbolic manipulation problems usually to simplify or combine expressions or solve equations. For many students, symbolic rules for manipulation are memorized with little attempt to make sense of why they work. They retain the ideas for only a short time. There is little evidence that traditional experiences with algebra help students develop the ability to read information from symbolic expression or equations, to write symbolic statements to represent their thinking about relationships in a problem, or to meaningfully manipulate symbolic expressions to solve problems. In the United States, algebra is generally taught as a stand-alone course rather than as a strand integrated and supported by other strands. This practice is contrary to curriculum practices in most of the rest of the world. Today, there is a growing body of research that leads many United States educators to believe that the development of algebraic ideas can and should take place over a long period of time and well before the first year of high school. Developing algebra across the grades and integrating it with other strands helps students become proficient with algebraic reasoning in a variety of contexts and gives them a sense of the coherence of mathematics. Developing Algebraic Reasoning in Connected Mathematics The Connected Mathematics program aims to expand student views of algebra beyond symbolic manipulation and to offer opportunities for students to apply algebraic reasoning to problems in many different contexts throughout the course of the curriculum. The development of algebra in Connected Mathematics is consistent with the recommendations in the NCTM Principles and Standards for School Mathematics 2000 and most state frameworks. Algebra in Connected Mathematics focuses on the overriding objective of developing students ability to represent and analyze relationships among quantitative variables. From this perspective, variables are not letters that stand for unknown numbers. Rather they are quantitative attributes of objects, patterns, or situations that change in response to change in other quantities. The most important goals of mathematical analysis in such situations are understanding and predicting patterns of change in variables. The letters, symbolic equations, and inequalities of algebra are tools for representing what we know or what we want to figure out about a relationship between variables. Algebraic procedures for manipulating symbolic expressions into alternative equivalent forms are also means to the goal of insight into relationships between variables. To help students acquire quantitative reasoning skills, we have found that almost all of the important tasks to which algebra is usually applied can develop naturally as aspects of this endeavor. (Fey, Phillips 2005) MATHEMATICS CONTENT Mathematics Content of CMP2 59

There are eight units which focus formally on algebra. Titles and descriptions of the mathematical content for these units are: Variables and Patterns Introducing Algebra Representing and analyzing relationships between variables, including tables, graphs, words, and symbols Moving Straight Ahead Linear Relationships Examining the pattern of change associated with linear relationships; recognizing, representing, and analyzing linear relationships in tables, graphs, words and symbols; solving linear equations; writing equations for linear relationships Thinking With Mathematical Models Linear and Inverse Variation Introducing functions and modeling; finding the equation of a line; representing and analyzing inverse functions Looking for Pythagoras The Pythagorean Theorem Exploring square roots; exploring and using the Pythagorean Theorem, making connections in the coordinate plane among coordinates, slope, and distance Growing, Growing, Growing Exponential Relationships Examining the pattern of change associated with exponential relationships; comparing linear and exponential patterns of growths; recognizing, representing, and analyzing exponential growth and decay in tables, graphs, words and symbols; developing rules of exponents Frogs, Fleas, and Painted Cubes Quadratic Relationships Examining the pattern of change associated with quadratic relationships and comparing these patterns to linear and exponential patterns, recognizing, representing, and analyzing quadratic functions in tables graphs, words, and symbols; determining and predicting important features of the graph of a quadratic functions, such as the maximum/minimum point, line of symmetry, and the x-and y-intercepts; factoring simple quadratic expressions Say It With Symbols Making Sense of Symbols Writing and interpreting equivalent expressions; combining expressions; looking at the pattern of 60 Implementing and Teaching Guide change associated with an expression; solving linear and quadratic equations Shapes of Algebra Linear Systems and Inequalities Exploring coordinate geometry; solving inequalities; solving systems of linear equations and linear inequalities Early Experiences With Algebraic Reasoning Even though the first primarily algebra unit occurs at the start of seventh grade, students study relationships among variables in grade 6. There also are opportunities in 6th and in 7th grade for students to begin to examine and formalize patterns and relationships in words, graphs, tables, and with symbols. In Shapes and Designs (Grade 6), students explore the relationship between the number of sides of a polygon and the sum of the interior angles of the polygon. They develop a rule for calculating the sum of the interior angle measures of a polygon with N sides. In Covering and Surrounding (Grade 6), students estimate the area of three differentsize pizzas and then relate the area to the price. This problem requires students to consider two relationships: one between the price of a pizza and its area and the other between the area of a pizza and its radius. Students also develop formulas and procedures stated in words and symbols for finding areas and perimeters of rectangles, parallelograms, triangles, and circles. In Bits and Pieces I, II and III (Grade 6), students learn, through fact families, that addition and subtraction are inverse operations and that multiplication and division are inverse operations. This is a fundamental idea in equation solving. They use these ideas to find a missing factor or addend in a number sentence. In Data About Us (Grade 6), students represent and interpret graphs for the relationship between variables, such as the relationship between length of an arm span and height of a person, using words, tables, and graphs. In Accentuate the Negative (Grade 7), students explore properties of real numbers, including the commutative, distributive, and inverse properties. They use these properties to find a missing addend or factor in a number sentence.

In Filling and Wrapping (Grade 7), students develop formulas and procedures stated in words and symbols for finding surface area and volume of rectangular prisms, cylinders, cones, and spheres. Developing Functions In a problem-centered curriculum, quantities (variables) and the relationships between variables naturally arise. Representing and reasoning about patterns of change becomes a way to organize and think about algebra. Looking at specific patterns of change and how this change is represented in tables, graphs, and symbols leads to the study of linear, exponential, and quadratic relationships (functions). Linear Functions In Moving Straight Ahead, students investigate linear relationships. They learn to recognize linear relationships from patterns in verbal, tabular, graphical, or symbolic representations. They also learn to represent linear relationships in a variety of ways and to solve equations and make predictions involving linear equations and functions. Problem 1.3 illustrates the kinds of questions students are asked when they meet a new type of relationship or function in this case, a linear relationship. In this problem students are looking at three pledge plans that students suggest for a walkathon. Whereas many algebra texts choose to focus almost exclusively on linear relationships, in Connected Mathematics students build on their knowledge of linear functions to investigate other patterns of change. In particular, students explore inverse variation relationships in Thinking With Mathematical Models, exponential relationships in Growing, Growing, Growing, and quadratic relationships in Frogs, Fleas, and Painted Cubes. Examples are given below which illustrate the different types of functions students investigate and some of the questions they are asked about these functions. By contrasting linear relationships with exponential and other relationships, students develop deeper understanding of linear relationships. Inverse Functions In Thinking With Mathematical Models, students are introduced to inverse functions. Thinking with Mathematical Models page 32 Problem 2.4 Intersecting Linear Models A. Use the table to find a linear equation relating the probability of rain p to 1. Saturday attendance A B at Big Fun. 2. Saturday attendance A G at Get Reel. B. Use your equations from Question A to answer these questions. Show your calculations and explain your reasoning. 1. Suppose there is a 50% probability of rain this Saturday. What is the expected attendance at each attraction? 2. Suppose 400 people visited Big Fun one Saturday. Estimate the probability of rain on that day. 3. What probability of rain would give a predicted Saturday attendance of at least 360 people at Get Reel? 4. Is there a probability of rain for which the predicted attendance is the same at both attractions? Explain. MATHEMATICS CONTENT Moving Straight Ahead page 9 Leanne s sponsors will pay $10 regardless of how far she walks. Gilberto s sponsors will pay $2 per kilometer (km). Alana s sponsors will make a $5 donation plus 50 per kilometer. Problem 1.3 Using Linear Relationships A. 1. Make a table for each student s pledge plan, showing the amount of money each of his or her sponsors would owe if he or she walked distances from 0 to 6 kilometers. What are the dependent and independent variables? 2. Graph the three pledge plans on the same coordinate axes. Use a different color for each plan. 3. Write an equation for each pledge plan. Explain what information each number and variable in your equation represents. 4. a. What pattern of change for each pledge plan do you observe in the table? b. How does this pattern appear in the graph? In the equation? B. 1. Suppose each student walks 8 kilometers in the walkathon. How much does each sponsor owe? 2. Suppose each student receives $10 from a sponsor. How many kilometers does each student walk? 3. On which graph does the point (12, 11) lie? What information does this point represent? 4. In Alana s plan, how is the fixed $5 donation represented in a. the table? b. the graph? c. the equation? Exponential Functions In Growing, Growing, Growing, students are given the context of a reward figured by placing coins called rubas on a chessboard in a particular pattern which is exponential. The coins are placed on the chessboard as follows. Place 1 ruba on the first square of a chessboard, 2 rubas on the second square, 4 on the third square, 8 on the fourth square, and so on, until you have covered all 64 squares. Each square should have twice as many rubas as the previous square. Mathematics Content of CMP2 61

In this problem students use tables, graphs, and equations to examine exponential relationships and describe the pattern of change for this relationship. Growing, Growing, Growing page 7 Problem 1.2 Representing Exponential Relationships A. 1. Make a table showing the number of rubas the king will place on squares 1 through 10 of the chessboard. 2. How does the number of rubas change from one square to the next? B. Graph the (number of the square, number of rubas) data for squares 1 to 10. C. Write an equation for the relationship between the number of the square n and the number of rubas r. D. How does the pattern of change you observed in the table show up in the graph? How does it show up in the equation? E. Which square will have 2 30 rubas? Explain. F. What is the first square on which the king will place at least one million rubas? How many rubas will be on this square? Quadratic Functions In Problem 1.3 from Frogs, Fleas and Painted Cubes, students use tables, graphs, and equations to examine quadratic relationships and describe the pattern of change for this relationship. Frogs, Fleas and Painted Cubes page 10 Problem 1.3 Writing an Equation A. Consider rectangles with a perimeter of 60 meters. 1. Sketch a rectangle to represent this situation. Label one side O. Label the other sides in terms of O. 2. Write an equation for the area A in terms of O. 3. Use a calculator to make a table for your equation. Use your table to estimate the maximum area. What dimensions correspond to this area? 4. Use a calculator or data from your table to help you sketch a graph of the relationship between length and area. 5. How can you use your graph to find the maximum area possible? How does your graph show the length that corresponds to the maximum area? B. The equation for the areas of rectangles with a certain fixed perimeter is A = O(35 - O), where O is the length in meters. 1. Draw a rectangle to represent this situation. Label one side O. Label the other sides in terms of O. 2. Make a table showing the length, width, and area for lengths of 0, 5, 10, 15, 20, 25, 30, and 35 meters.what patterns do you see? 3. Describe the graph of this equation. 4. What is the maximum area? What dimensions correspond to this maximum area? Explain. 5. Describe two ways you could find the fixed perimeter. What is the perimeter? C. Suppose you know the perimeter of a rectangle. How can you write an equation for the area in terms of the length of a side? D. Study the graphs, tables, and equations for areas of rectangles with fixed perimeters. Which representation is most useful for finding the maximum area? Which is most useful for finding the fixed perimeter? Homework starts on page 11. As students explore a new type of relationship, whether it is linear, quadratic, inverse, or exponential, they are asked questions like these: What are the variables? Describe the pattern of change between the two variables. Describe how the pattern of change can be seen in the table, graph, and equation. Decide which representation is the most helpful for answering a particular question. (see Question D in Problem 1.3 in the first column). Describe the relationships between the different representations (table, graph, and equation). Compare the patterns of change for different relationships. For example, compare the patterns of change for two linear relationships, or for a linear and an exponential relationship. Developing Symbolic Reasoning After students have explored important relationships and their associated patterns of change and ways to represent these relationships, the emphasis shifts to symbolic reasoning. Equivalent Expressions Students use the properties of real numbers to look at equivalent expressions and the information each expression represents in a given context and to interpret the underlying patterns that a symbolic statement or equation represents. They examine the graph and table of an expression as well as the context the expression or statement represents. The properties of real numbers are used extensively to write equivalent expressions, combine expressions to form new expressions, predict patterns of change, and to solve equations. Say It With Symbols pulls together the symbolic reasoning skills students have developed through a focus on equivalent expressions. It also continues to explore relationships and patterns of change. Problem 1.1 in Say It With Symbols introduces students to equivalent expressions. Say It With Symbols page 6 Problem 1.1 Writing Equivalent Expressions In order to calculate the number of tiles needed for a project, the Custom Pool manager wants an equation relating the number of border tiles to the size of the pool. A. 1. Write an expression for the number of border tiles N based on the side length s of a square pool. 2. Write a different but equivalent expression for the number of tiles N needed to surround such a s square pool. 3. Explain why your two expressions for the number s of border tiles are equivalent. B. 1. Use each expression in Question A to write an equation for the number of border tiles N. Make a table and a graph for each equation. 2. Based on your table and graph, are the two expressions for the number of border tiles in Question A equivalent? Explain. 1 ft 1 ft border tile 62 Implementing and Teaching Guide

In Problem 2.1 students revisit Problem 1.3 from Moving Straight Ahead (see page 35) to combine expressions. They also use the new expression to find information and to predict the underlying pattern of change associated with the expression. In Bits and Pieces II (Grade 6), Bits and Pieces III (Grade 6), and Accentuate the Negative (Grade 7), students use fact families to find missing addends and factors. Bits and Pieces II page 22 Say It With Symbols page 24 Problem 2.1 Adding Expressions A. 1. Write equations to represent the money M that each student will raise for walking x kilometers. a. M Leanne = 7 b. M Gilberto = 7 c. M Alana = 7 2. Write an equation for the total money M total raised by the three-person team for walking x kilometers. B. 1. Write an expression that is equivalent to the expression for the total amount in Question A, part (2). Explain why it is equivalent. 2. What information does this new expression represent about the situation? 3. Suppose each person walks 10 kilometers. Explain which expression(s) you would use to calculate the total amount of money raised. C. Are the relationships between kilometers walked and money raised linear, exponential, quadratic, or none of these? Explain. Homework starts on page 28. Solving Equations Equivalence is an important idea in algebra. A solid understanding of equivalence is necessary for understanding how to solve algebraic equations. Through experiences with different functional relationships, students attach meaning to the symbols. This meaning helps student when they are developing the equation-solving strategies integral to success with algebra. In CMP, solving linear equation is an algebra idea that is developed across all three grade levels, with increasing abstraction and complexity. In grade six, students write fact families to show the inverse relationships between addition and subtraction and between multiplication and division. The inverse relationships between operations are the fundamental basis for equation solving. Students are exposed early in sixth grade to missing number problems where they use fact families. Below is a description of fact families and a few examples of problems where students use fact families to solve algebraic equations in grades 6 and 7. These experiences precede formal work on equation solving. Problem 2.3 Fact Families A. For each number sentence, write its complete fact family. 2 5 11 5 2 1 1. + = 2. - = 3 9 9 10 5 10 B. For each mathematical sentence, find the value of N. Then write each complete fact family. 1. 3 3 + 1 2 = N 2. 3 1-1 2 = N 5 3 6 3 3 17 1 3 3. + N = 4. N - = 4 12 2 8 C. After writing several fact families, Rochelle claims that subtraction undoes addition. Do you agree or disagree? Explain your reasoning. D. In the mathematical sentence below, find values for M and N that make the sum exactly 3. Write your answer as a sum that equals 3. 5 1 2 + + + M + N = 3 8 4 3 Bits and Pieces III page 12 C. Find the value of N that makes the mathematical sentence correct. Fact families might help. 1. 63.2 + 21.075 = N 2. 44.32-4.02 = N 3. N + 2.3 = 6.55 4. N - 6.88 = 7.21 Accentuate the Negative page 30 C. 1. Write a related sentence for each. a. n - + 5 = + 35 b. n - - 5 = + 35 c. n + + 5 = + 35 2. Do your related sentences make it easier to find the value for n? Why or why not? D. 1. Write a related sentence for each. a. + 4 + n = + 43 b. - 4 + n = + 43 c. - 4 + n = - 43 2. Do your related sentences make it easier to find the value for n? Why or why not? Bits and Pieces III page 28 Find the value of N. 17. 3.2 3 N = 0.96 18. 0.7 3 N = 0.042 19. N 3 3.21 = 9.63 MATHEMATICS CONTENT Mathematics Content of CMP2 63

In Variables and Patterns (Grade 7), students solve linear equations using a variety of methods including graph and tables. As students move through the curriculum, these informal equationsolving experiences prepare them for the formal symbolic methods which are developed in Moving Straight Ahead (Grade 7), and revisited throughout the five remaining algebra units in eighth grade. Moving Straight Ahead Investigation 4 ACE page 85 37. Solve each equation and check your answers. Say It With Symbols (Grade 8), pulls together the symbolic reasoning skills students have developed through a focus on equivalent expressions and on solving linear and quadratic equations. 3.4 a. 2x + 3 = 9 b. 1_ x + 3 = 9 2 c. x + 3 = 9_ 2 d. x + 1_ = 9 2 e. x + 3 = 9 2 38. Use properties of equality and numbers to solve each equation for x. Check your answers. a. 3 + 6x = 4x + 9 b. 6x + 3 = 4x + 9 c. 6x - 3 = 4x + 9 d. 3-6x = 4x + 9 Say It With Symbols page 42 Solving Quadratic Equations Shapes of Algebra (Grade 8), explores solving linear inequalities and systems of linear equations and inequalities. By the end of Grade 8, students in CMP should be able to analyze situations involving related quantitative variables in the following ways: identify variables identify significant patterns in the relationships among the variables represent the variables and the patterns relating these variables using tables, graphs, symbolic expressions, and verbal descriptions translate information among these forms of representation Students should be adept at identifying the questions that are important or interesting to ask in a situation for which algebraic analysis is effective at providing answers. They should develop the skill and inclination to represent information mathematically, to transform that information using mathematical techniques to solve equations, create and compare graphs and tables of functions, and make judgments about the reasonableness of answers, accuracy, and completeness of the analysis. In the last problem, you explored ways to write a quadratic expression in factored form. In this problem, you will use the factored form to find solutions to a quadratic equation. If you know that the product of two numbers is zero, what can you say about the numbers? Getting Ready for Problem 3.4 How can you solve the equation 0 = x 2 + 8x + 12 by factoring? First write x 2 + 8x + 12 in factored form to get (x + 2)(x + 6). This expression is the product of two linear factors. When 0 = (x + 2)(x + 6), what must be true about one of the linear factors? How can this information help you find the solutions to 0 = (x + 2)(x + 6)? How can this information help you find the x-intercepts of y = x 2 + 8x + 12? Problem 3.4 Solving Quadratic Equations A. 1. Write x 2 + 10x + 24 in factored form. 2. How can you use the factored form to solve x 2 + 10x + 24 = 0 for x? 3. Explain how the solutions to 0 = x 2 + 10x + 24 relate to the graph of y = x 2 + 10x + 24. B. Solve each equation for x without making a table or graph. 1. 0 = (x + 1)(2x + 7) 2. 0 = (5 - x)(x - 2) 3. 0 = x 2 + 6x + 9 4. 0 = x 2-16 5. 0 = x 2 + 10x + 16 6. 0 = 2x 2 + 7x + 6 7. How can you check your solutions without using a table or graph? 64 Implementing and Teaching Guide